Paula Chapman & Annette McFarlin
Links to Files Associated with This Lesson
1-First Day Web Design
1-Web Design Resources
1-Web Design Rubric
4-Navigation View of Front
4-Open Existing FP 98
Master Teacher Lesson Pl
Progression of a Web Design
Content Area Objectives Addressed:
Technology Objectives Addressed:
What was the process that your students went through to complete this lesson?
The students learned about the 5 components of multimedia and the designing of web pages for effective presentation of information. We began by evaluating web pages on the Internet for these components. Their objective is to present researched information to their peers about an area of interest or a unit they are studying in class. A web page rubric was handed out on the first day so students new clearly what was expected of them. Before creating a web page, students learned to organize all information on a storyboard. As a group we reviewed exactly what was expected on each page of the storyboard. I also drew one on a white board. Then the students were ready to lay out each page on paper (handout) and know exactly the screen design of each page. They also collected all text, images, or sounds into one electronic file and recorded on paper which page each was used. When a student’s storyboard was completely laid out, then he/she was ready to begin on the computer. Each day I presented one or two mini lessons on different parts of the FrontPage software and handed out skill sheets. We met once a week for 9 weeks and 1 ˝ hours for each class period. On about the 6th week of class, each student had a videoconference with a computer teacher in our school district. We set up the web cam and each student asked a question related to web design to our teacher expert. This feedback helped the students as they were creating their web pages. The final class period was the time for each student to present their web page to the rest of the class. Then, using the rubric given out on the first day, each student evaluated 2 other web pages of fellow classmates. As a finale, we had an open house for the parents and invited a community web designer from the local college to come evaluate each student’s web page for constructive comments.
How did you monitor student progress ?
Teacher observation and teacher & student conferences
Was there a template or an example that students were expected to follow?
For a web page example, students viewed simple web sites on the Internet and could go back to them. For the storyboarding, each student was given a 9-page packet. The first page was the format page, a lay out of the screen design for each page. Each page after the format page had a title and a check list for students to lay out their researched information.
How much time did you dedicate to this project?
Total 38.5 hours
Daily (approximate) 1 ˝ hours
How was the final product presented?
Students did an oral presentation of their web page to the class. These web pages will be on the school server for the rest of the year.
Who was the audience for the final product?
The class was the audience. Then at open house, the parents and our community expert were the audience. These web pages can also be shared in other classrooms.
What prior knowledge was required on the part of the students in order for them to be successful in this project? (include curriculum and technology knowledge)
For the curriculum: if the students presented an area of interest, they started with what they knew then researched it in more depth. If students presented material from a classroom unit, they used the information learned in class and extended the research.
For technology: the students needed to know proper keyboarding, word processing (file management, cut & copy, etc.), and Internet research.
What was the student to computer ratio?
Each student had a computer.
How did you schedule your students’ computer time?
We met in a computer lab for 1 ˝ hours once a week, for 9 weeks.
What was the location of the computers and other technology equipment used by students?
We were in a computer lab. For the sake of time, I scanned pictures for them. The component of video was limited to what students found on the Internet, we did have the equipment to capture video.
How would you suggest beginning teachers obtain computer resources for their students? (Knowing some of your strategies would be valuable for our pre-service teachers.)
Teachers interested in getting hardware or software for their classroom can work together to write grants for technology integration through private, state, or federal funding. Teachers can also apply for projects that in the end give them hardware or money to buy hardware or software. On the Internet there are whole class or student team projects that award hardware or software to winners.
Rate the level of access for students to use computers/other technologies as they needed --high, medium, low
For this project, the level of access for students to computers is low. This project required specific software and teacher background to manipulate. In our district, the level of access for students to use computers is high to medium. Although each elementary has a computer teacher and lab, it is the classroom teacher’s comfort and support level that determine how often their students access the computers.
Rate the level of
supervision required for students during the project, specifically for computer
and other technology use –high, medium, low
The supervision level for students during this project was high. As I have a team teacher, she was also in the room. These students had access to the Internet and I feel a teacher should always know where and what a student is doing on the computer.
What hardware was required for your project?
Computer for each student, scanner, web cam, projector.
What software was required for your project?
FrontPage 98, Microsoft Office, Internet access
Hardcopies of: rubric, storyboard packets, skill sheets
What kind of assessment did you use for this project? (Include a copy if you can.)
A “Web Design Rubric” was given & discussed with student on the first day. Each day sub-objectives were written for the students to follow and guide their time. I talked with them at each session to see how these sub-objectives were getting completed. Writing daily or sub-objectives helped most students complete their work in a timely order. Also at each session I assessed students’ participation in discussions and we had one-to-one conferences. The final assessment was following the criteria to complete their web and have a peer evaluate using the rubric.
What categories did you assess? (I.e.: content, screen design, depth/breadth, etc.)
My focus was the information/text displayed in the web page, then using the rubric. Pictures, animation, and sound should compliment the text, not distract for it. My expectations were that anyone who opened this web page and navigated it would learn from it. Whether the author designed a web page based on a hobby or from a content area, I was assessing how the information was being presented on the web page.
How does the product that you submitted compare with other students’ products for this same project?
As my objective was research and producing a presentation others would learn from and enjoy, I feel the quality was medium for most, high for a couple. It is quite a process to be able to explain to others what you want them to learn or be informed of. I do believe technology connects the learning and the doing for most students. To use technology as a tool engages the learner.
What did you like best about this project?
The process of learning to organize material, as in a flow chart or storyboard, prior to presenting it is important. For students to have the opportunity to talk to other teachers or web experts regarding web design is important to their learning (videoconferencing). Relevance in this project is the fact that anyone could later view these web pages. Therefore the information and its layout were very important. I would say to the students, “If this were your job, how would present this information for others to use?” The web sites that were better laid out had storyboards done before working on the computers.
What did the students like best about this project?
To any student, just being on a computer is great, but to integrate it with learning is the teacher’s objective. These students were excited to be learning how to make a web page, but my objective to use a web page as a presentation tool helped the students focus on the material within their web page. Consequently material on a web page should be laid out in a manner that attracts new learners.
As students would finish one page, they could preview it to see how the lay out of the page looked, if the sound worked, or the animation moved. This instant feedback was important to their learning and technology provides instant feedback. Also, for students to have a completed storyboard before working on the computer gave them self-direction to finish the project.
Rank the level of student involvement in this project –high, medium, low
The students were highly involved in this project.
Rank the level of student interest in this project –high, medium, low
The students were highly interested in this project. I think this goes along with the question above, there is a sense of self-motivation when you see on paper, storyboard, your work and then input it into the program.
Would you teach this lesson again?
I would teach this lesson again, but I would look for different web design software. I had and am still having problems getting some of the students web pages uploaded to the Internet. One solution to uploading may be to by pass the district server and go directly to an Internet web page resource.
Click here to view student work